Chapter 8 CONCLUSIONS
8.8 Concluding remarks
The study has highlighted several elements that have a significant impact on both of the participating ELLs’ L2 use and acquisition. Sociocultural interactions between the ELLs and their peers appeared to eventuate through active participation in social networks. This interaction encouraged L2 use, but relational challenges also impeded the younger ELL’s ability to socially and linguistically engage with his peers probably because he was still establishing his identity. The desire for both ELLs to belong to the class and school community, and to interact with their peers, however, also brought to the fore particular
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strategies that helped them to break into the existing social structures that existed within their mainstream environment.
The dynamics of mediations between teachers, parents, and student peers therefore can be seen as fluid, constantly changing, and does not appear in isolation. When values parents encouraged in the home environment are also supported by teachers, this may influence practices in the classroom environment. These influences are interwoven as part of a holistic network, which can contribute positively to an ELL’s language acquisition. Thus, disregarding individualistic beliefs (Bruner, 1986) which may exist in the school culture can, in turn, promote the communal nature of socialisation.
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APPENDICES
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Appendix C: Covering Letter and Consent form for Child Participants, Parents and Legal Guardians
COVERING LETTER FOR PARENTS
Dear Parents of ___________________,
Your school is taking part in a Massey University research study.
I am currently studying towards a Master’s Degree in Second Language Teaching, for the School of Humanities at Massey University in Palmerston North. I am interested in exploring how English language learners (ELLs) learn English through their interactions with their peers both in and outside the classroom.
I am interested in doing some research on an ELL in your child’s class. I would like to include your child, , in my research. This will involve observing four of his/her lessons with their classroom teacher. Some of your child’s playtime activities will also be observed because I am interested in the language learnt among ELL students and their peers during interactions in the playground.
I am seeking your consent to include your child in my observations of the class. Consent means that you will give the researcher permission to make observations of your child.
Attached is an information letter and consent form that explains the research study and who to contact if you have any questions about the study.
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If you are a parent of an ELL child, you have a separate information letter and consent form for you and your child. An interpreter may be requested to help you understand the information about the study. Please call the researcher on the number below to arrange this.
Please read all the documents attached carefully before signing it. I would like the consent form returned by _______________________ please.
If you have any questions about the project, you can contact me at 0211049689 or [email protected].
Thank you for your time.
Best regards,
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A Study on Peer Scaffolding and Sociocultural Interactions in a New Zealand Primary School
PARTICIPANT CONSENT FORM FOR CHILD PARTICIPANTS IN CLASS
My parents have talked to me about Ms. Gonzales’ study. I understand about the study and I know that I can ask further questions at any time.
I agree to being observed as part of the study. (YES/NO)
Child’s name: Parent/Guardian’s names Parent/Guardian’s signature Date: Parent/Guardian’s signature Date:
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A Study on Peer Scaffolding and Sociocultural Interactions in a New Zealand Primary School
PARTICIPANT CONSENT FORM FOR PARENTS/LEGAL GUARDIANS
I have read the Information Sheet and have had the details of the study explained to me. My questions have been answered to my satisfaction, and I understand that I may ask further questions at any time.
I give permission for the researcher to observe my child. (YES/NO)
I give permission for the researcher to talk to the teacher about my child. (YES/NO)
I give permission for the researcher to talk to the Deputy Principal about my child. (YES/NO)
I have discussed the study with my child and he/she is happy to participate. (YES/NO)
I agree to participate in this study under the conditions set out in the Information Sheet. (YES/NO) Child’s name: Parent/Guardian’s names Parent/Guardian’s signature Date:
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Parent/Guardian’s signature
Date:
I wish to receive a summary of the findings when the study is completed. (YES/NO)
The summary can be sent to me at ___________________________________ (email or postal address)
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Appendix D: Information Sheets for Parents and Legal Guardians
A Study of Peer Scaffolding and Sociocultural Interactions in a New Zealand Primary School
Information Sheet for Parents/Legal Guardians
My name is Vera Gonzales and I am a part-time masters student in Massey University’s School of Humanities. As part of my study, I am undertaking a project to investigate how social interactions with peers in and outside the classroom help English language learners (ELLs) learn English. The project will be conducted in fulfilment of a Master of Philosophy, Second Language Teaching.
The project will be conducted in this school in order to help teachers understand how ELLs learn English from their classmates through their social interactions in the classroom, the playground and during Physical Education sessions. Observations in participating classes, as well as adult interviews will be held in Term 3 and 4. You are invited to participate and take part in this study.
An invitation to participate in the research will be made to ELL students and their parents, their classmates, classroom teachers, and the Deputy Principal.
As part of this project, I intend to seek the consent of two ELLs between 6-8 years old, their parent/s, their classroom teachers, other students who belong to an ELLs’ class, and the Deputy Principal. Only students who have given consent will be observed during the study. Giving consent means that participants will give permission to the researcher to undertake observations and interviews. A potential total of 9 main participants will be involved in the project. The qualitative approach to the study requires only a small number of ELLs to be observed. Interviews on adult participants will only be required to seek background information about the ELLs English language learning experiences.
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As a parent, you will be requested to give consent to the researcher to make observations in your child’s/ELL child’s classroom lessons, playground activities and Physical Education sessions. You are also asked to discuss the study with your child. Your child will be observed for a maximum of 10 hours in Term 3 and 4. All observations will be recorded through written notes. If your child is not an ELL and you do not choose for him/her to take part in this study, observed interactions that involve him/her will not be considered for the project. Your child will not be observed while I am in the teaching role.
As an ELL’s parent participant in the study, you will be interviewed at a time most
convenient to you. You will be interviewed for a maximum of one hour in a suitable venue at the school. Questions will revolve around your child’s English learning and background information that will be relevant to the study. A sound recording device will be used to record responses to interview questions.
There will be no financial gain or cost involved during the project.
Only relevant classroom and informal observations between the ELL and their peers will be used for the study. To protect your child’s identity, false names will be used throughout the project. Background information and observations will be carefully stored by the researcher’s supervisors after the study is completed. The researcher will be responsible for transcribing voice recordings. All participants, including the school, will not have their name documented in the finalized thesis. You have the right to make any changes to the collected data as you see fit within a two-week period after the data has been collected.
You are under no obligation to accept this invitation. If you decide to participate, you have the right to:
x decline to answer any particular question;
x withdraw from the study at any time during Term 3 or 4;
x ask any questions about the study at any time during participation;
x provide information on the understanding that your name will not be used unless you give permission to the researcher;
x ask for the recorder to be turned off at any time during the interview (only for ELL’s parents);
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x be given access to a summary of the project findings (translated copies will be provided upon request) when it is concluded.
If you have any questions regarding the project, please contact Vera Gonzales at 0271049689 or email [email protected]. Alternatively you can contact my supervisors, Dr. Arianna Berardi-Wiltshire at [email protected], phone: (06) 356 9099 ext. 83558 and Dr. Penny Haworth at [email protected], phone: (06) 356 9099 ext. 84446.
This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern B, Application 15/37. If you have any concerns about the conduct of this research, please contact Prof Julie Boddy, Chair, Massey University Human Ethics Committee: Southern B, telephone 06 350 5799 x 86055, email
[email protected]. Thank you for your time.
Vera Gonzales
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Appendix F: Information Sheet for Participant Teachers
A Study on Peer Scaffolding and Sociocultural Interactions in a New Zealand Primary School
Information Sheet for Teacher Participants
My name is Vera Gonzales and I am a part-time masters student in Massey University’s School of Humanities. As part of my study, I undertaking a project to investigate how social interactions with peers in and outside the classroom help English language learners (ELLs) learn English. The project will be conducted in fulfilment of a Master of Philosophy, Second Language Teaching.
The project will be conducted in this school in order to help teachers understand how ELLs learn English from their classmates through their social interactions in the classroom and informal school settings. Observations in participating classes, as well as